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1、June 2nd , 2016 By XXXSupervised by Professor XXX论论文文题题目目中文中文“以读促写以读促写”在高中英语写作教学中的应用研究在高中英语写作教学中的应用研究英文英文An Applied Study of Reading-to-Write Approach to Senior School English Writing TeachingContentsContentsIntroductionLiterature ReviewTheoretical FoundationApplication of Reading-to-write Approach
2、to Classroom TeachingData AnalysisConclusionhigher standard is required in the current senior school English curriculum reforma new round of the NMET reform on September, 4th, 2014problems in writing found through teaching practice & classroom observation. Introduction. Introduction1.1 Background of
3、 the Studyso as to is aimed at improving senior school students writing through more reading input and guided classroom practice activities. 1) 1) improve improve the the current current reading-writing-reading-writing-separated way of teaching in senior school. 2) 2) provide the actual operation of
4、 reading-to-write approach for the majority of senior school English teachers teaching. 2.1Definition of Reading-to-write ApproachThispaperagreeswiththedefinitiongivenbyWangFangfang:Thatis,“reading-to-write”referstoataskguidedbytheteacherthatrequiresstudentstowriteacompositionorashortpassagebasedont
5、hereadingtextsprovidedbythetextbookandothermaterials.2.2 Related Study of Applying Reading-to-Write to Teaching Abroad Widdowson (1978) ; Stotsky（1983）; Stein (1990); Grabe (2003); Hirvela (2004) ; etc.the key and direction of the present study were pointed out2.3 Related Study of Applying Reading-t
6、o-Write to Teaching at HomeBai Yinju (2009); Sheng Yiying (2005) ; Liu Ye (2006) ; Yang Yonglin(2010) ;Wang Chuming (2012) ;Zhang Jing(2014);Gao Ruixue(2013); etc.Theoretical research（1）Quantitative research（2）conducted in colleges and universitiesInnovative points of this thesis :1. Qualitative res
7、earch, mainly use case study 2. Analysis of cases and form conclusions This study mainly follows Krashens Input Hypothesis and Swains Output Hypothesis. This part mainly focuses on the value and significance of Krashens Input Hypothesis and Swains Output HypothesisLanguage InputLanguage OutputWritin
8、gReadingReading can promotes writing and they can be integrated togrther.questionssubjectsmethods4.1 Research Methodology. Application of Reading-to-write Approach to Classroom Teaching Study questions: Q1:Whether the application of reading-to-write approach can effectively improve senior school stu
9、dents English writing ability?Q3:What effective strategies are supposed to be expected in applying reading-to-write approach to senior school English writing teaching?Q2:What are the senior school students attitudes towards reading-to-write approach?Subjects:In this study, 60 students from Class 12,
10、 Senior Two in Tianshui No.1 Senior School are chosen as the research subjects. Application of Reading-to-write Approach to Classroom Teachingmethods: pre-questionnairefromteachers&students(32Ts/31valid,96.9%242Ss/231valid,95.5%)areinvestigatedbeforepost-questionnairefromsubjectsareinvestigatedatthe
11、endof.Case studyInterview4.2 Procedure of Applying Reading-to-write Approach to Classroom Teaching. Application of Reading-to-write Approach to Classroom Teaching Pre-writing Reading: Comprehensible Input Writing by Guidance: Comprehensible Output Post-writing Consolidation123Thisisthecoreofthethesi
12、s.Fourcasesofapplyingdifferentreading-to-writestrategiesaredemonstrated:4.3 Case Demonstration on How to Apply Reading-to-write Approach to Classroom TeachingCase 1Case 2Case 3Case 4ShorteningwritingPEP,Book7,P2-3ContinuingwritingPEP,Book8,P1-3ImitatingwritingPEP,Book7,P43ThemewritingPEP,Book8,P11-1
13、2. Application of Reading-to-write Approach to Classroom Teaching5.1AnalysisonQuestionnairesandInterviewsDescriptive statistics analysis5.2AnalysisonCases. Data AnalysisFigure 5.1Statement 3: The application of reading-to-write approach has effectively improved my English writing ability.Figure 5.2S
14、tatement 4: I believe that I have made significant progress in English writing.NumberItemsABCDENo.540.00%48.33%6.67%5.00%0.00%No.643.33%50.00%5.00%1.67%0.00%No.1033.33%53.33%13.33%0.00%0.00%No.1131.67%51.67%10.00%6.67%0.00%Table 5.2The data analyses of the results of the statements of No.5, No.6, No
15、.10 and No.11 in the post-questionnaireAnalysis on Case of Shortening Writing1Analysis on Case of Continuing Writing2Analysis on Case of Theme Writing4Analysis on Case of Imitating Writing 3Firstly, the application of the reading-to-write approach can effectively and significantly improve senior sch
16、ool students English writing ability, which mainly reveals in the aspects of language accuracy, logic and coherence of discourse structure, and richness of content, and thus improve the students comprehensive ability in writing. ConclusionSecondly, the reading-to-write approach is widely accepted by
17、 senior school students, who generally hold the positive views on the reading-to-write approach.Thirdly, with regard to writing teaching, senior school English teachers can apply the appropriate teaching strategies (i.e. shortening writing, continuing writing, imitating writing and theme writing) of
18、 the reading-to-write approach to improve the students writing ability. Major Findings of the Study6.1ImplicationsoftheStudy6.26.3SomeLimitations:thereadingmaterialsusedinthisstudyaremainlyfocusedonthetextsfromthestudentstextbook,andotherreadingmaterialsarealmostnotused.Furtherstudiesshouldmakefulluseofallkindsofreadingmaterialsbesidesthestudentstextbook,suchasEnglishnewspapers,andthelike.Thank You!
